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AN 



INAUGURAL ORATION, 



PRONOUNCED MARCH 18, 1818, 



JOSHUA BATES, A. M. 



PRESIDENT 



MIDDLEBURY COLLEGE. 



PUBLISHED BY REaUEST OE THE CORPORATION. 



MIDDLEBURY, (Vt.) 

PRINTED BY J. W. COPELA1VD. 

1318. 



J 



1? 



INAUGURAL ORATION, &c 



"Education forms the mind." The great philo- 
sopher of human intellect, by a thorough analysis 
of the understanding, and a complete investigation 
of its properties, has successfully refuted the an- 
cient doctrine of "innate ideas," and thus justified 
the inference, that the contemporaneous doctrine 
of "intuitive knowledge" is unsupported by sound 
philosophy. — In the uncultivated mind intellectual 
powers do indeed exist ; but, like the unpolished 
diamond, they exist in obscurity. Education brings 
them to light, displays their brilliancy, unfolds their 
beauty, and exhibits their real value ; it excites 
their latent energies and controls their operations; 
it gives them activity, and applies them to the pur- 
poses, for which they were designed, and to which 
they are adapted, by Infinite Wisdom. We can, 
indeed, discern nothing in the human mind, distinct 
from the effects of education, but a capacity to re- 
ceive instruction — a faculty to learn — a power to 
acquire and retain knowledge. Of this capacity, 
it is admitted* that there are various degrees be- 



tween those extremes, which are denominated gen- 
ins and stupidity. These extremes, however, are 
rarely found in nature. In most cases, ordinary 
minds, under the fostering hand of education, uni- 
ted with persevering industry, may rise to excel- 
lence and obtain the rewards of genius ; or by neg- 
lect and sloth, may sink to the lowest depths of 
stupidity, and remain the mere receptacles of folly. 
BufFon has said, "genius is nothing but patience.'' 
If this position is not true, in its full extent — if the 
attention and patience of an age would invent noth- 
ing, without a peculiar disposition of the organs of 
sense and a native acuteness of the powers of per- 
ception ; yet it is certain, that the acquisitions of 
genius always suppose vigorous application and 
patient investigation. With a very few exceptions, 
the distinctions among men, in knowledge, in 
strength of understanding, and even in brilliancy 
of imagination depend more on variety in educa- 
tion, than on original difference in capacity. And 
even the difference, which does exist, is often exag- 
gerated. "If, as Seneca says, there is no great 
genius without some mixture of folly, perhaps also 
there is no great folly without some mixture of 
genius." 

Hence we perceive the high importance of a 
good education for all the purposes of life. And 
the consideration of this subject, will not be thought 
unappropriate ; nor, I hope, be found uninteresting 
on the present occasion. — It is not my intention, 



however, to discuss the subject in its largest extent, 
nor take a comprehensive view of all its branches 
and relations. Moral culture and religious instruc- 
tion constitute a part, and unquestionably the most 
important part of education. Indeed, without these, 
the cultivation of the intellectual powers would be 
useless, and often worse than useless. Unsancti- 
fled learning, so far from adding to the happiness 
or usefulness of a man, serves only to increase his 
capacity for suffering, and extend his pernicious and 
corrupting influence in society. — To prescribe rules 
for the religious education of children ; and, by an 
exhibition of the most commanding motives, to 
urge on parents and guardians the duty of "bring- 
ing them up in the nurture and admonition of the 
Lord," would be a pleasant employment. But 
these topics fall not within the appropriate limits 
of this dissertation. I shall treat of them, there- 
fore, no farther, than they are connected with lite- 
rature and science ; and view them only, as they 
belong to a course of academick instruction. 

A common education is of the first importance ; 
and it is all, that is necessary for the ordinary pur- 
poses of life. It is abundantly sufficient for those, 
who cultivate the soil ; for those, who devote them- 
selves to the mechanick arts ; for those, who con- 
duct the commercial concerns of society. These 
occupations, though among the most honourable and 
useful employments, allow but little time for study 
and mental cultivation t nor do they require an 



extensive acquaintance with the sciences. A knowl- 
edge of the rudiments of learning, such as may be 
acquired in almost every village in New-England, 
is all that is necessary (may I not add) — all that is 
beneficial in these departments of social life. A 
more refined education and a highly cultivated 
taste, by dividing the attention> might even unfit a 
man for excellence and energy in these pursuits. 
Eut without that degree of instruction, by which 
a person is enabled to read with facility, write with 
propriety, and compute with accuracy ; no one is 
prepared to act well his part in any station in soci- 
ety, or pursue any employment with satisfaction to 
himself and usefulness to others. 

It should never be forgotten, therefore, by the 
guardians of society and the friends of humanity, 
that common schools, to which the children of the 
poor as well as of the rich may have free access, 
are of Ihe first importance to a community ; impe- 
riously demanding their attention and patronage. 
Especially, in a country like ours, and under forms 
of government like ours, neither publick virtue nor 
civil liberty can be maintained, without a general 
diffusion of knowledge, and a liberal provision for 
the support of schools. 

But, although a common school education is am- 
ply sufficient, and even best adapted to qualify 
youth for the common purposes and ordinary em- 
ployments of life ; there are functions to be per- 
formed in civilized society, which require a more 



liberal education; which cannot indeed be well 
performed without extensive knowledge and en- 
larged views of men and things — without an ac- 
quaintance with general literature and the greafc 
circle of human science. For what are usually de- 
nominated the learned professions, a partial and 
limited education is certainly inadequate. As Ci- 
cero well observes, "Omnes artes, quae ad humani- 
tatem pertinent, habent quoddam commune vincu- 
lum, et quasi cognatione quadam inter se continent 
tttr." It is indeed a truth, established by literary 
experience, that no branch of liberal education can: 
be successfully pursued independently of others, 
nor any neglected without injury to the whole. — 
Gan a man be well versed in legal science, civil pol- 
ity, and jurisprudence ; unless he is likewise ac- 
quainted with natural philosophy, logical induc- 
tion and metaphysical reasoning? And can he* 
without this knowledge, execute the functions of 
the several departments of well organized govern- 
ment, with understanding, consistency and des- 
patch ? It is true, natural talents, acute discern- 
ment, and much experience and careful observation 
may, in a great measure, supply the deficiency of 
early education ; but they can never become a com- 
plete substitute. Without the fostering care of lib- 
eral education, we should look in vain for another 
Puffendorf or Blackstone or Stilly or Burke or 
Ames. 



Those men, who by native energy of mind 
and unwearied assiduity have overcome the disad- 
vantages of defective instruction, raised them- 
selves to offices of trust, and devoted themselves 
to the publick good, surely deserve well of their 
country, and merit peculiar praise. But how 
much higher would the same men have risen, and 
how much farther would their benign influence 
have been extended, if the superstructure of their 
knowledge had been erected on a broader founda- 
tion — if in youth they had received a literary and 
scientifick education — if their noble minds hadbeen 
disciplined by study, and directed by instruction — 
if they had walked the Lycaeum, had inhaled the 
pure air of Parnassus, and tracing the streams of 
literature and science to their fountain, had imbi- 
bed its unpolluted waters ! 

The same inquiries might be made ; and we 
should be led to the same result concerning those, 
who practise " the healing art." The profession 
of physick requires men of cultivated minds and 
studious habits. Medical science itself opens an 
extensive field for cultivation and research. It is, 
moreover, intimately connected with many other 
branches of general knowledge ; some of which 
are indispensable to it, and all highly auxiliary. 
Botany, chemistry and anatomy are its handmaids. 
The pages of Linnaeus and his successours, of La- 
voisier and his followers, of Bell and his coadju- 
tors must be familiar to every physician, who looks 



9 

for distinction in his profession. It cannot, indeed* 
be denied, that some, whose early education was 
deficient* have made respectable attainments in 
these branches of knowledge, become men of ex- 
tensive erudition, and by long and successful prac- 
tice risen to eminence. But the same remark, 
which was made with reference to legal science, oc- 
curs here with equal force. If they have accom- 
plished so much, under such disadvantages, what 
would they not have done, with the aid of a finish- 
ed education ! They w T ould have been Boerhaaves 
and Cullens and Harveys and Rushes and War- 
rens ! — Beside, in estimating the value of general 
science and systematical education to the profession 
of physick, we must not forget the awful conse- 
quences of ignorance and presumption. While 
some men of native discernment, acute discrimina- 
tion, and persevering research, have become skil- 
ful physicians, and even risen to eminence and dis- 
tinguished usefulness, with few advantages ; how 
many have only increased the virulence of disease 
and the anguish of death ! How much mischief has 
been done by the nostrums and specifiers of impos- 
ture and the boasted panacea of empiricism ! How 
many hecatombs, not of bulls and goats, but of hu- 
man beings have been sacrificed on the altar of 
iEsculapius ! 

For the other learned profession, a classical and 
scientifick education is surely not less important, 
than for those which have been named. If a c ml- 



20 

Ian, in order to become acquainted with the prin- 
ciples of jurisprudence and civil polity, must be a 
man of general knowledge — if a physician, to be 
well qualified for practising " the healing art," 
must be a man of erudition ; then surely those, 
who undertake " the cure of souls," should not be 
novices. They should be thoroughly versed in the 
science of theology ; and of course their youthful 
minds should be w T ell stored with the knowledge of 
ancient customs and languages — with that litera- 
ture and those sciences> which will aid them in il- 
lustrating, vindicating and enforcing the principles 
of the gospel. They should stand on dassick, be- 
fore they step on holy ground. They should drink 
largely at the Castalian fount, before they under- 
take to conduct thirsty souls to the fountain of liv- 
ing waters. 

It is not contended, that learning is the first, much 
less the sole qualification, requisite for a preacher 
of the gospel. Christian principle — an experiment- 
al knowledge of the doctrines and duties of Chris- 
tianity is unquestionably of the first importance 
for the sacred office* Indeed, this qualification is 
not only primary, but indispensable. Destitute of 
it a man, how r ever learned and however eloquent, 
cannot preach the gospel — cannot speak the truth in 
love — cannot " allure to brighter worlds and lead 
the way." On the contrary his ministry will serve 
only to confirm the unbelieving in their infidelity, 
and harden the impenitent in their sins ; it will ren* 



II 

der him only " a savour of death unto death to 
them that perish." The tempter, in the form of 
an angel of light — an enemy to truth and holiness, 
in the garb of a messenger of salvation, may lead 
thousands astray ; and "if it were possible, would 
deceive the very elect." 

" I venerate the man, whose heart is "warm, 
Whose hands are pure, whose doctrine and whose life 
Coincident, exhibit lucid proof, 
That he is honest in the sacred cause." 

Thus important — thus essential is christian prin- 
ciple to a minister of the gospel. It must not be 
forgotten, however, that every christian is not pre- 
pared to become a teacher of Christianity, All, 
who are " born of God," are not " called of God" 
to the w T ork of the ministry. An inspired apostle 
has decided, that a bishop, or christian minister, 
must be apt to teach — able to convince gainsayers* 
This qualification, always important, is peculiarly 
requisite at the present period and in the existing 
state of the church and the w r orld. Since miracles 
have ceased — since too unsanctified learning has 
been employed with the most consummate art and 
indefatigable industry, to fortify the strong holds 
of infidelity and wickedness, it has become pecu- 
liarly important, that those, who are " set for the 
defence of the gospel," should be men of cultivat- 
ed minds an4 extensive erudition. 

I do not affirm, that a public or collegial educa- 
tion is necessarily connected with this qualification. 
A man may have passed through all the forms of 



12 

academical instruction, and still remain illiterate — » 
'"a graduated dunce." There have been men too, 
who have derived from private tuition and person- 
al application the principal advantages of a liberal 
education. The able and successful labours of 
Winter and Newton and Jay, and many in our 
own country, whom propriety forbids me to name, 
furnish conclusive evidence, that industry and tal- 
ents may, in a good degree, supply the place of 
publick education, and render a man sufficiently 
learned for extensive usefulness in the ministry— 
"a scribe well instructed unto the kingdom of 
heaven." 

These, however, are exceptions to a general rule. 
Ordinarily men will not—nay, cannot acquire, ex- 
tensively and in well digested order, that kind of 
knowledge, which is highly important to a minister 
of the gospel, without the discipline and instruction 
of a liberal education. 

It is admitted, that some illiterate men, of native 
energy of mind, actuated-by motives of piety and 
benevolence, have undertaken to preach the gos- 
pel ; and in places, destitute of more able teachers, 
they may have been instrumental of much good. 
Eut how much more extensive and permanent would 
their good influence have been, if they had been 
better qualified — if they had been able to answer 
the objections of learned infidels, and detect and 
expose the errours of subtle hereticks ! With the 
same advantages of education, they might have 



13 

stood on equal ground with Doddridge and Scott 
and Edwards and D wight — might have extended 
the sphere of their usefulness beyond the narrow 
compass of the human voice and the short period 
of human life — might have imparted instruction to 
people of different nations and successive genera- 
tions — might have proved a blessing to thousands 
yet unborn ! — Beside, how much has the cause of 
pure religion suffered ; and how many have been 
led to despise the gospel, through the unhallowed 
influence of ignorant fanaticks and false pretend- 
ers to inspiration ! — 

"From such apostles, O ye men of God, 
Preserve the church ; and lay not careless hands 
On sculls, that cannot teach, and will not learn." 

The beneficial effects of liberal education and 
literary institutions, however, are not confined to 
these learned professions. They are seen and felt 
in all the ranks of civilized society. — Colleges fur- 
nish instructors for academies and common schools; 
and thus their benign influence, in some cases im- 
mediately and in others more remotely, reaches 
every man, and diffuses general knowledge through 
the w 7 hole community. They resemble the majes- 
tick and fertilizing Nile ; which, rising from a sin- 
gle source, pursues its winding way through dis- 
tant regions ; and which stops not in all its course, 
nor by its many mouths falls into the sea ; till it 
has watered and enriched all the plains of Egypt. 

The hand, which should destroy these nurseries 
of science, would at the same stroke demolish the 



14 

beautiful fabrick of society, and reduce mankind 
to their primitive state of ignorance and barba- 
rism. The cottage and the palace would feel the 
shock alike ; and the intellectual world again be- 
come a chaos. The deluge of Deucalion w r ould 
not be wanted, to sweep away the works of art ; 
nor the fire of Omar, to consume the literature of 
ages. 

Liberal education and literary institutions drew 
forth from the cloister the light of life, which had 
been concealed for more than ten centuries ; and 
gave liberty of conscience to the Christian world. 
The principal actor in the glorious reformation of 
the sixteenth century was a professor in the univer- 
sity at Wurtem burgh : When Europe had long 
groaned beneath the chains of Papal superstition, 
and yielded implicit obedience to its despotick man- 
date ; "Submit yourselves to authority without exam- 
ination ;" Luther opened the treasures of litera- 
ture, burst the leading strings of science, and ris- 
ing with the energy of truth and the power of di- 
vine grace, established forever the right of free 
inquiry, and vindicated this noble principle and 
liberal prescription of Protestantism ; "Examine, 
and submit yourselves only to conviction.' 9 From 
that period learning and religion became mutual 
coadjutors ; and though sometimes unnaturally di- 
vided, they have generally maintained an intimate 
alliance, and united their influence to civilize the 
world and bless mankind. As learning had lent 



15 

her aid, to break the chains, in which religion her- 
self was bound ; so religion in turn gave new en- 
ergy and lustre to learning. Ancient literature a- 
woke from her slumbers. Science pushed her re- 
searches. Copernicus rose with Luther, and fol- 
lowed the track of the heavenly bodies. Newton 
succeeded them, and investigated the laws of na- 
ture. And Locke, pursuing in the train, analyzed 
the human mind. 

It may seem superfluous to proceed farther irr 
commending and vindicating the cause of litera- 
ture and literary institutions— of science and libe- 
ral education. Objections, however, have been 
made and should be answered. — As an objection to 
the scientifick part of a liberal education, it has 
been said, that natural philosophy, mathematical 
science, and metaphysical research have sometimes 
produced a spirit of skepticism, and lent their sup- 
port to the cause of infidelity. The fact, on which 
this objection is founded, must indeed be admit- 
ted ; but the answer to the objection itself is 
short and conclusive. It was not sound philosophy 
— it was not deep investigation, which landed the 
self-named philosophers of the last century on in- 
fidel ground. The infidelity of that period may 
be traced with more propriety to superficial re- 
search, unrestrained love of theory, and an un- 
bounded spirit of innovation. "A little philoso- 
phy," says a philosopher himself, "inclineth men to 
atheism; but depth in philosophy bringeth their 



16 

minds back to religion." He, who with Newtori 
looks through nature, "looks up to nature's God." 
While he views, with philosophick eye, the beau- 
ty, proportion and harmonious operations of the 
complex machine of the visible universe ; he 'be- 
holds, with an eye of faith, the Hand, which made 
and moves the whole— -he sees Divinity impressed 
on all the works of creation, and perceives the 
skill of Omniscience and the energy of Omnipo- 
tence in all its laws — he approves and justifies the 
decision of the pious bard ; "An undevout astron- 
omer is mad" — he even feels the spirit and adopts 
the language of the inspired psalmist ; "O Lord, 
how manifold are thy works ? in wisdom hast thou 
made them all !" 

A more plausible objection, however, may be 
m&de to another portion of the usual course of lib- 
eral education — to the study of the ancient clas- 
sicks and polite literature. The writers of these 
classic'ks were heathens ; and through the medium 
of their works, the whole machinery of their my- 
thology is exhibited to the inexperienced and " ar- 
dent mind of the youthful student. Gods and god- 
desses, not the work of men's hands, but the more 
fascinating work of human imagination, are pre- 
sented to his view, adorned with all the drapery> 
and embellished with all the dazzling colours, 
which poetry and rhetorick, could cast upon them. 
He may not, indeed, be in danger of regarding the 
nod of Jupiter and his sons, nor of bowing down 



17 

to Diana and her sisters ; but is there no danger, 
that he will be charmed into effeminacy by the 
songs of Circe, or plunged into dissipation amidst 
the orgies of Bacchus ? — is there no danger, that fa- 
miliarity with scenes of superstition will produce 
in his mind contempt for the sublime mysteries and 
holy rites of religion ? — is there no danger, that he 
will learn to regard the instructions of Christianity 
and Paganism with equal indifference ? — is there no 
danger, that the doctrines of the only living and 
true God will lose, at least, a portion of their sanc- 
tifying influence on the heart of one, who is thus 
early conducted into the temple of idolatry ?-- 
Beside, the very spirit of the classicks is directly 
opposed to the spirit of the gospel. The one is a 
spirit of peace, humility, meekness and love ; the 
other of war, pride, ambition and revenge. The 
classicks inculcate the doctrines of selfiishness and 
retaliation ; the gospel teaches us to love our breth- 
ren, to forgive our enemies, and do good to all men. 
The examples and precepts of the former are the 
result of depravity and blinded reason ; those of the 
latter flow from sanctifying grace and heavenly 
wisdom. The study of these productions of Greece 
and Rome, therefore, as far as it has any influence 
on the temper and character of youth, must have 
a pernicious and corrupting influence — must re- 
straint he power, and counteract the spirit of Chris- 
tianity. — It is, indeed, much to be feared, that 

those, who commence these studies in childhood, 
c 



18 

and pursue them unaccompanied with religious in* 
struction— who read the fabulous stories of heathen 
gods, without a familiar acquaintance with the word 
of the God of truth, will become prejudiced against 
the doctrines, indifferent to the authority, and cal- 
lous to the spirit of the gospel. "It would require" 
(1o adopt with a slight variation the language of an 
admired writer) — "it would require a very affect- 
ing impression of christian truth, a very strongly 
marked idea of christian character* and a habit of 
thinking with sympathetick admiration of the most 
elevated class of christians, to preserve entire the 
evangelical spirit," among the seducing examples, 
and exposed to the corrupting sentiments, which ap- 
pear in such works as the Iliad of Homer and the 
uEneid of Yirgil ; adorned, as they are, with all the 
facinating charms of poetry. 

Nor does the objection end with the productions 
of antiquity. Modern literature is not free from 
the charge of corrupting influence on the young 
mind. Among our most celebrated historians, we 
find a Hume, a Gibbon and a Voltaire; avowed in- 
fidels, embracing every opportunity to reproach 
the christian character and shake the foundations 
of christian hope. With the exception, too, of 
Milton and Watts and Cowper and Young and a 
few of minor importance, the influence of our Eng- 
lish poets is not much more favourable to evangel- 
ical truth and holiness. Indeed, many of the finest 
writers of the last century, both in prose and verse # 



19 

if not avowed enemies to Christianity, were certain- 
ly not its friends. The highest ground, on which 
they ever stand, is that of strict neutrality ; and too 
often they may be found even in the enemy's camp. 
It is surely to be lamented, that so many of the 
streams of modern literature have been poisoned 
at the fountain — that, while the cup of knowledge 
is gilded without, and the draught rendered sweet 
to the palate, it frequently contains a secret infu- 
sion of poison for the incautious youth, in whose 
hand it is placed. 

The objection to classical studies and polite lite- 
rature, arising from these considerations, is surely 
plausible and imposing. It is sufficient to excite a 
deep solicitude in the parental bosom; and it 
should be regarded, and as far as possible obviated, 
in forming the plans and conducting the business 
of liberal education. But shall it be suffered to 
prevail in its full extent ? Shall it be permitted to 
exclude from our seminaries of learning the best 
models of taste and sublimity in composition, and 
close the most direct avenues to the temple of lit- 
erature and science ? Shall we, through fear of the 
possible evil of classical studies, voluntarily relin- 
quish the benefits, which result from them ? Shall 
we indulge the timid spirit of Laocoon ; and with 
reference to the great body of literary productions, 
both ancient and modern, adopt his cautious max- 
im ; "timeo Danaos et dona ferentes ?" Shall the 
friends of religion and humanity retire from clas- 



20 

sick ground ; and leave the field of knowledge ex- 
clusively to "men of corrupt minds, reprobate con* 
cerning the faith 2" Shall the enemies of our holy 
religion be suffered to occupy all the fortresses of 
learning* and secure to themselves all the weapons 
of literature, by which we might effectually de- 
fend the citadel of our faith against their attacks ? 
In a word, shall our colleges be deserted by pious 
instructors and pious students, and left to the man- 
agement and use of infidels ; and thus rendered 
exclusively nurseries of infidelity — the very hot- 
beds of licentiousness ? — Rather let every friend 
to the cause of truth and righteousness be induced* 
to guard with unceasing solicitude, and encourage 
by renewed patronage these literary institutions-— 
institutions, which must and will exert a powerful 
influence on the principles, character and happiness 
of the great mass of society. Let him give them 
his efficient support, not only by his charities, but 
by his counsels and prayers. Let those especially, 
who are concerned in their government and in- 
struction, unite their efforts, and exert their com- 
bined wisdom and energy, to correct the abuses of 
learning and purify the fountains of knowledge. 
Let them incorporate in the system of liberal ed^ 
ucation an explicit recognition of the truth and 
duties of Christianity. Let them see, that every 
authorized pursuit, within the walls of college, be- 
gins and ends with God. "Let the Bible, as in the 
early controversies of christians, he placed on an 



21 

elevated throne, and the most admired volumes of 
human production lie at its feet ;" let it be found 
at the head of every alcove in the library ; let it 
be the first book to be consulted in the morning, 
and the last to be read at night ; let it, especially, 
be the only classick for holy time. 

With such precautions and under such regula- 
tions, a pious youth will surely be safe in college. 
Thus protected he will have no occasion to fear 
the baleful influence of ancient paganism or mod- 
ern skepticism. Surrounded by these guards and 
armed with the panoply of heavenly grace, he may 
effectually resist the shafts and completely palsy 
the arm of infidel philosophy. Having a mind 
deeply imbued with religious sentiment, well fur- 
nished with religious knowledge and daily exercis- 
ed in religious duties, he may read the classicks, 
ancient and modern, without injury to his princi- 
ples or character — he may even discover in these 
works clear illustrations and striking proofs of the 
doctrines of the gospel ; and thus actually find his 
christian faith confirmed by them ; — 

"Atque inter sylvas Academi quserere verum." 

Concerning those youth, who commence a course 
of liberal education, before they have furnished to 
their pious friends any evidence of religious prin- 
ciple and christian character, there is, indeed, much 
cause for anxiety. Happy, therefore, are those 
parents, who see their children established in the 
faith and walking in the truth, before they step on 



22 

ciassick ground. But this happiness is not the por- 
tion of all, who wish to give their sons a finished 
education : It must, of course, be a serious ques- 
tion, w r hether they shall deny them the privileges 
of collegiate instruction, or expose them to the 
dangers, which the usual course of liberal educa- 
tion necessarily involves ? — I dare not attempt a 
definite solution of the difficult question. I will 
not say, that pious parents should send their chil- 
dren to a literary institution ; while they are evi- 
dently destitute of religion ; especially, if they are 
openly vicious and strongly inclined to dissipation. 
I should rather say, let none of this character be 
admitted within the walls of college. I would 
even stand at the gate of the temple of science, and 
proclaim the irrevocable prohibition, — 

"Procul, O procul, este profani !" 

But in cases of habitual regularity, and freedom 
from immoral conduct, may not the anxious parent 
be encouraged to commit his darling son to God, 
under the guardian care and instruction of pious 
and faithful teachers ? May he not indulge the 
hope, that his covenant God will regard the parent- 
al tear, and answer the parental prayer ; and ren- 
der the temple of science, to his beloved and de- 
voted child, "the house of God" — "the gate of 
heaven ?" — There can be no question, however, 
that it is the duty of parents, never to send their 
sons to college, without at least a speculative 
knowledge of Christianity and an habitual rever- 



23 

ence for its institutions. Ye anxious fathers ! ye 
tender mothers ! as you regard the happiness of 
your children, in time and eternity, let them not 
go from your domestick altar ; till the language of 
the sacred scriptures is rendered familiar to their 
minds, and a portion of their precious truths are 
inscribed upon their memories. Follow them, too, 
with your daily prayers, and frequent warnings and 
counsels. Above all, see that they are placed un- 
der the care of instructors of approved character 
and unquestionable piety ; and in a seminary evi- 
dently favoured of Heaven, and often visited with 
the effusions of the Holy Spirit. — It should never 
be forgotten, indeed, that a young man destitute of 
religion, in a college on which the dews of heaven- 
ly grace never descend, is placed in a situation of 
peculiar danger. He stands upon a precipice ; and 
all beneath is death ! With an unsanctified heart 
within him, and unsanctified books before him, and 
unsanctified companions about him, and unsancti- 
fied instructors over him, what is there to restraia 
him from errour and vice — what is there to pre- 
serve him from the abyss of infidelity and licen- 
tiousness ! 

This objection, therefore, viewed in all its bear- 
ings, and traced to all its results, is full of instruc- 
tion. It should on the one hand stimulate the pi- 
ous to exertion, and on the other induce them to 
act with caution, in the momentous business of ed- 
ucation. Where the evil can be corrected, every 



24 

prudent measure should be adopted for its correc- 
tion ; and where the danger cannot be avoided, it 
should be met with fortitude, and overcome by res- 
olution and perseverance. — The simple fact, that 
knowledge is sometimes perverted — that men of 
literature and science do sometimes devote their tal- 
ents to the cause of errour and wickedness — that 
learning is sometimes employed, as an engine of 
destruction against the best institutions of religion 
and society,— should rouse the friends of God and 
human happiness to activity, in the cause of truth 
and righteousness — should induce them to furnish 
their children, especially their pious sons, with the 
means of good education ; and thus provide for 
them, and through them for society, a sure defence 
against the attacks of infidelity and licentiousness. 
If the world must have its Bolingbrokes and Byrons 
and Condorcets ; let it have, too, its Newtons and 
Cowpers and Wilberforces. If the doct r ines of the 
gospel must be attacked and perverted by such 
men, as Priestly and Belsham and Fellows and 
Yates ; let them be defended and illustrated, like- 
wise, by men, like Horsley and Magee and Scott 
and Wardlaw. If men of corrupt minds will en- 
ter the temple of science, and kindle on its altars 
the unhallowed fire of infidelity and errour ; let not 
those, who love the truth, be inactive spectators of 
their profanation — let them see, that the pure and 
holy flame, which came down from heaven, may 
never be extinguished. 



25 

Gentlemen of the Corporation of Middlehury Col- 
lege, it is a deep conviction of the truth of the po- 
sitions, maintained in this discourse — it is an im- 
pressive view of the importance of learning and 
literary institutions to the church and the world — 
to our children and our country, which has 
brought me before you this day. Nothing, but 
the hope of becoming a humble instrument in 
promoting the cause of sound learning and pure 
religion, in this infant, but highly respectable In- 
stitution, could have induced me to leave a belov- 
ed church and people, with whom I had spent fif- 
teen years in uninterrupted peace — to whom I 
was bound by a thousand tender ties ; by the 
most endearing considerations, by the most pleas- 
ing associations, by the most powerful sympathies ; 
by those cords of affection, which are entwined 
about the heart and moistened by the very cur- 
rent of life. But encouraged by the zeal and lib- 
erality, with which you and the numerous patrons 
of this Institution have raised it up, and given it 
support ; and by a view of the tokens of Divine 
approbation, which have attended your labours, I 
have been constrained to accept your invitation, 
to take part in its government and instruction. I 
do, accordingly, this day solemnly devote myself 
to its interests. And though I feel diffident of 
my qualifications for the discharge of the moment- 
ous duties of the office, to which I am called ; yet 

united with experienced and approved instructors, 

D 



26 

assured of the candour and support of able coun- 
sellors, followed by the prayers of christian 
friends, and relying on the strength of Divine 
grace, I enter upon these duties with cheerfulness 
and hope. 

Gentlemen, the cause, in which we are engaged, 
is worthy of zeal and perseverance ; and the cir- 
cumstances, under which we act, are full of en- 
couragement. The Institution has already ac- 
quired a reputation, and obtained a rank among 
the most favoured seminaries of our country. It 
has risen w 7 ith a rapidity of growth almost unpar- 
alleled in the annals of literature. It has gained 
the confidence of the religious publick. It has 
attracted the attention, and secured an interest in 
the prayers of christians. Let it not fall through 
our neglect. Let it not be said, that its "glory is 
departed." By the wisdom of its counsels and 
the fidelity of its instructions, let it still deserve the 
patronage of the pious and liberal — of the friends 
of literature and religion. — May it still enjoy the 
smiles of Heaven ! May the sphere of its useful- 
ness be still enlarged ! May it extend through this 
Commonwealth, and far beyond its limits, an influ- 
ence, pure as the air of our own mountains, and 
refreshing as the streams which descend from their 
lofty summits ! 



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